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National Board Awareness**
 
Course Description
    

The National Board Certification Awareness course has been designed to acquaint teachers with the National Board for Professional Teacher Candidacy process and expectations. This course is comprised of seven one-week sessions. Topics addressed during the course include: National Board for Professional Teaching Standards mission and history; the impact that National Board certified teachers have upon classroom instruction; National Board teacher certification requirements and policies; the requirements of the Take One! candidacy program; portfolio components specific to certificate areas; standards for certification; portfolio entry descriptions; portfolio scoring criteria; assessment center activities; the application of descriptive, analytical and reflective writing; and support programs and/or incentive programs as well as financial support.

 *Course participants must be currently employed classroom teachers in West Virginia.

 
Course Syllabus
    

 

Overview

The National Board Certification Awareness course has been designed to acquaint teachers with the National Board for Professional Teacher Candidacy process and expectations. This course is comprised of seven one-week sessions. Topics addressed during the course include: National Board for Professional Teaching Standards mission and history; the impact that National Board certified teachers have upon classroom instruction; National Board teacher certification requirements and policies; the requirements of the Take One! candidacy program; portfolio components specific to certificate areas; standards for certification; portfolio entry descriptions; portfolio scoring criteria; assessment center activities; the application of descriptive, analytical and reflective writing; and support programs and/or incentive programs as well as financial support. 

By the end of this course, participants will:

  • become aware of the mission, history, and impact that the National Board for Professional Teaching Standards initiative has upon classroom instruction,

  • locate the available NBPTS Certificates and identify a certificate appropriate to their teaching assignment,

  • locate and review guidelines for National Board certification,

  •  rreview the National Board eligibility requirements and policies,

  • explore National Board a specific portfolio component specific to selected certificates,

  • learn preparation requirements for the assessment center activities,

  • understand and apply scoring criteria towards portfolio entries and assessment center activities,

  • review special characteristics of descriptive, analytic and reflective writing,

  • complete a descriptive-analytic-reflective writing activity,

  • identify National Board candidate support programs,

  • identify West Virginia National Board county contacts, support programs and incentives, 

  • identify WVDE/RESA National Board support programs,

  • Identify National Board financial support possibilities,  

  • review the National Board for Professional Teaching Standards’ Five Core Propositions,

  • gather course resources specific to the National Board Teacher Certification process, and

  • explore classroom instruction videotaping opportunities.

Course Organization

This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.


Read

When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.


Activities

When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.


Discuss

When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.

In addition to responding to the session's discussion prompt, read at least half of the total messages and responses posted including all of the participants' original messages and respond to two of their messages. Review the Discussion Guidelines and Discussion Criteria Checklist that will be used for evaluating successful participation in the online discussions.  

Prerequisites

This professional development course is designed for K-12 teachers. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files. Access to Microsoft Office is recommended. Participants who do not have access to Microsoft Office should click here for some available options.

Format And Requirements

This workshop is divided into six one-week sessions which each include readings, activities, an online discussion among workshop participants and the completion of a course project. The time necessary to complete each session is estimated to be 6.5 to 7 hours.

The outline for the workshop is as follows:

Session One

What is NBPTS?

Session Two

National Board Certification Udates

Session Three

The NBPTS Assessment Process

Session Four

The NBPTS Writing Process

Session Five

What Support is Available to National Board Candidates?

Session Six

What Are Some Things I Can Do To Prepare For National Board Certification?

The National Board Certification Awareness course has been developed to acquaint teachers with the National Board for Professional Teacher Candidacy process. This course is comprised of seven one-week sessions. Session One will focus on the National Board for Professional Teaching Standards (NBPTS) mission and history. Participants will complete several readings that further explain the National Board program and address the impact that National Board certified teachers have upon classroom instruction. Session Two will focus on the updates to the National Board teacher certification requirements and a portfolio component specific to certificate areas. Participants will also learn more about  the Five Core Propositions, standards for certificates, portfolio entry descriptions, and the portfolio scoring guide. Session Three will focus will be the scoring criteria for the National Board portfolio items as well as the National Board assessment center activities. The focus of Session Four will be the application of descriptive, analytic and reflective writing when responding to your portfolio entries. Participants will engage in a practice writing activity during this session. The Session Five focus will be on support programs for National Board candidates. Participants will review information regarding candidate support and/or incentive programs as well as financial support available through the West Virginia legislation. The focus of Session Six will be the gathering of resources specific to the National Board Teacher Certification process and the exploration of classroom videotaping opportunities. This final course session will result in the submission of the final course project by course participants

Assessment

Course Project: Individual activities presented in Sessions Four, Five and Six will be the components of the course project. These project templates will be used: NBPTS Writing PracticeNational Board Candidate Support, and Session Six Video Planning Form. These completed templates will be uploaded to the course dropbox for facilitator review and feedback. Each dropbox entry will be evaluated using the following rubrics: NBPTS Awareness Session 4 Writing RubricNBPTS Awareness Session 5 Rubric, and NBPTS Awareness Session 6 Rubric

Assignments And Discussions

Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory. There is a required orientation quiz and both pre-course and post-course surveys.

Orientation Quiz & Workshop Surveys: Participants must complete an Orientation Quiz with a score of 90% or higher.  In addition, participants are expected to complete both a pre-course and a post-course surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.

Discussion Participation: Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum.  Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.  

Read the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. Your facilitator will follow these guidelines and the checklist when evaluating successful participation in the course Discussions. You may also be asked to peer review other participants' projects in the Discussions using PQP. The PQP Help Guide will assist you to complete this successfully.

Copyright And Plagiarism

All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 

Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.

Grades

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Upon successful completion of this course, National Board Certification Awareness, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via email and placed in the Session Six Dropbox shortly after the completion of the course.

Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/Welcome Page.

Content And Technology Standards

This workshop, National Board Certification Awareness, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V.For more information about Technology Integration visit: http://www.iste.org

In addition, participants will identify specific WV Next Generation Standards -NxG - (http://wveis.k12.wv.us/Teach21/public/ng_cso/NG_CSO.cfm) as they engage in course content. If NxG have not been adopted for a content area, the WV Content Standards and Objectives (http://wvde.state.wv.us/csos/) will be identified.

About This Course

This workshop was developed for the West Virginia Department of Education (http://wvde.state.wv.us) under the guidance of the EdTech Leaders Online (http://edtechleaders.org) at Education Development Center. EdTech Leaders Online provides capacity building, training, and online courses for school districts, state departments of education, and colleges and universities.

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved